Effect of word-focused activity on reading and learning of L2 vocabulary: A self-paced reading study
Many researchers suggest that text-reading should be followed by an activity that requires learners to use the new vocabulary, before they read the text again (e.g., De Vos et al., 2019; Nguyen & Boers, 2019). The first article of this dissertation also demonstrated the benefits of post-reading...
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| Format: | Article |
| Language: | English |
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Castledown Publishers
2025-05-01
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| Series: | Vocabulary Learning and Instruction |
| Online Access: | http://www.castledown.com/journals/vli/article/view/2070 |
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| author | Hyeonah Kang Janet Nicol |
| author_facet | Hyeonah Kang Janet Nicol |
| author_sort | Hyeonah Kang |
| collection | DOAJ |
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Many researchers suggest that text-reading should be followed by an activity that requires learners to use the new vocabulary, before they read the text again (e.g., De Vos et al., 2019; Nguyen & Boers, 2019). The first article of this dissertation also demonstrated the benefits of post-reading word-focused activity on vocabulary learning in an environment when there is no instructor support, particularly for L2 high-intermediate learners compared to monolingual native speakers. But how exactly does this help? Does the post-reading activity make learners aware of gaps in their knowledge of the new vocabulary? If it does, this may lead them to pay more attention to those words in a subsequent reading, ultimately resulting in vocabulary uptake. To address this question, the current study employed a self-paced reading task to examine the reading behaviors during the re-reading of a text following a word-focused activity. Results showed that engaging with target items during the word-focused activity facilitated memory retention of their meanings. However, this word-focused activity did not result in increased attention to reading target items during the rereading task.
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| format | Article |
| id | doaj-art-e92469455e144e66949a53f975c93fe8 |
| institution | OA Journals |
| issn | 2981-9954 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Castledown Publishers |
| record_format | Article |
| series | Vocabulary Learning and Instruction |
| spelling | doaj-art-e92469455e144e66949a53f975c93fe82025-08-20T02:29:38ZengCastledown PublishersVocabulary Learning and Instruction2981-99542025-05-01141Effect of word-focused activity on reading and learning of L2 vocabulary: A self-paced reading studyHyeonah Kang0Janet Nicol1University of ArizonaUniversity of Arizona Many researchers suggest that text-reading should be followed by an activity that requires learners to use the new vocabulary, before they read the text again (e.g., De Vos et al., 2019; Nguyen & Boers, 2019). The first article of this dissertation also demonstrated the benefits of post-reading word-focused activity on vocabulary learning in an environment when there is no instructor support, particularly for L2 high-intermediate learners compared to monolingual native speakers. But how exactly does this help? Does the post-reading activity make learners aware of gaps in their knowledge of the new vocabulary? If it does, this may lead them to pay more attention to those words in a subsequent reading, ultimately resulting in vocabulary uptake. To address this question, the current study employed a self-paced reading task to examine the reading behaviors during the re-reading of a text following a word-focused activity. Results showed that engaging with target items during the word-focused activity facilitated memory retention of their meanings. However, this word-focused activity did not result in increased attention to reading target items during the rereading task. http://www.castledown.com/journals/vli/article/view/2070 |
| spellingShingle | Hyeonah Kang Janet Nicol Effect of word-focused activity on reading and learning of L2 vocabulary: A self-paced reading study Vocabulary Learning and Instruction |
| title | Effect of word-focused activity on reading and learning of L2 vocabulary: A self-paced reading study |
| title_full | Effect of word-focused activity on reading and learning of L2 vocabulary: A self-paced reading study |
| title_fullStr | Effect of word-focused activity on reading and learning of L2 vocabulary: A self-paced reading study |
| title_full_unstemmed | Effect of word-focused activity on reading and learning of L2 vocabulary: A self-paced reading study |
| title_short | Effect of word-focused activity on reading and learning of L2 vocabulary: A self-paced reading study |
| title_sort | effect of word focused activity on reading and learning of l2 vocabulary a self paced reading study |
| url | http://www.castledown.com/journals/vli/article/view/2070 |
| work_keys_str_mv | AT hyeonahkang effectofwordfocusedactivityonreadingandlearningofl2vocabularyaselfpacedreadingstudy AT janetnicol effectofwordfocusedactivityonreadingandlearningofl2vocabularyaselfpacedreadingstudy |